• Journal of the Korean School Mathematics Society
• /
• v.23 no.2
• /
• pp.203-222
• /
• 2020

Because the role of the teacher is important for the education to actualize the goals of the curriculum, the interest about the teacher's knowledges has been addressed as an important research topic. Among them, the pedagogical content knowledge is the knowledge that can emphasize the professionalism of the teacher. In this study, I analyzed the elementary pre-service teachers' the problem solving strategies that they imagined the methods that elementary school students can think about fraction division. Pre-service teachers who participated in this study were completed all of the mathematics education courses in the pre-service teachers' education courses. The research was conducted using the four type-problems of fraction division. The results showed that elementary pre-service teachers responded in the order of equal sharing problem-measurement division-partitive division-context of determination of a unit rate problem. They presented significant responses not only with typical algorithms but also with pictures or expressions. On the basis of this research, we have to take an interest in the necessity of sharing and recognizing various methods of fraction division in pre-service teachers education.

• The KIPS Transactions:PartD
• /
• v.17D no.3
• /
• pp.209-222
• /
• 2010

As the business competition between firms is getting intense, one of the sources of competitive advantage is effectively and efficiently to create, share, and apply information/knowledge among employees. Most of the firms which conduct knowledge management are operating a Community of Practice(CoP) in order to create, share and utilize this kind of information/knowledge resource. Recently, the CoP is getting out of its informal and spontaneous manner and is beginning to be led by the top management, receiving official support, in order to achieve the organization's strategic goals. However, the corporation's strategic operation of the CoP is not only against its original characteristics but also hampers the spontaneity of its participants. Every participant has different motivation to participate and different preference for reward type. This study, with the survey of 114 respondents, found that intrinsic motivation as well as extrinsic motivation significantly affect the motivation-reward fitness. Also, the motivation-reward fit was found to influence CoP commitment which ultimately leads to knowledge sharing activity in the CoP context. This research will help knowledge management companies to figure out how the two things of participants' motivation and their reward types can fit together, and how such fitness ultimately affects the participants' commitment and their knowledge sharing activities.

• The Journal of Information Systems
• /
• v.20 no.1
• /
• pp.147-169
• /
• 2011

In organizations, evaluating the competency of individuals through the position or status has many limitations. To overcome these limitations, this study analyzes the organization's informal network using social network analysis. We measured out-degree centrality and in-degree centrality by making use of social network analysis technique. Out-degree centrality is interpreted as 'madangbal' in that actors actively help other people, while in-degree centrality is interpreted as 'prestige' in that other people want to have a relationship with. This research examines the effects of individual's 'prestige' and 'madangbal' in the instrumental network and communication network on IT competency. We carried out empirical analysis using social network data that were collected from undergraduate students. The result reveals that relationship between IT competency and centrality in the instrumental network is statistically significant, while relationship between IT competency and centrality in the communication network does not show significant results.

• Safety and Health at Work
• /
• v.12 no.3
• /
• pp.317-323
• /
• 2021

Background: The surface mining industry has one of the highest fatality rates among private industries in the United States. Despite recent decreases in the fatality rates of comparable industries, the fatality rate in the surface mining industry has increased. Meanwhile, a lack of safety research in surface mining has hindered efforts to improve safety strategies in the surface mining workplace. Method: This study examined quarry workers' hazard identification skills by conducting a case study of a surface mining facility in the Mid-Atlantic region of the United States. Semistructured interviews were conducted with eight quarry workers who were employed at the mine facility. In addition to the interviews, data were collected through field notes, notes from an expert meeting with safety managers, and site photographs to explore quarry workers' safety behaviors in the workplace. Results: The results showed that quarry workers identified hazards and improved their safety performance by translating safety knowledge learned from training into practice, acquiring hands-on work experience, learning from coworkers, and sharing responsibilities among team members. Conclusion: This study contributes to understanding quarry workers' safe performance beyond what they have learned in safety training to include their interaction with other workers and hand-on experience in the workplace. This study informs practitioners in the surface mining industry to build a safe work environment as they design effective safety programs for employees.

• Journal of Educational Research in Mathematics
• /
• v.9 no.1
• /
• pp.81-109
• /
• 1999

This study aims to reflect the basic principles and teaching-teaming principles of Realistic Mathematics Education in order to suppose an way in which mathematics as an activity is carried out in primary school. The development of what is known as RME started almost thirty years ago. It is founded by Freudenthal and his colleagues at the former IOWO. Freudenthal stressed the idea of matheamatics as a human activity. According to him, the key principles of RME are as follows: guided reinvention and progressive mathematisation, level theory, and didactical phenomenology. This means that children have guided opportunities to reinvent mathematics by doing it and so the focal point should not be on mathematics as a closed system but on the process of mathematisation. There are different levels in learning process. One should let children make the transition from one level to the next level in the progress of mathematisation in realistic contexts. Here, contexts means that domain of reality, which in some particular learning process is disclosed to the learner in order to be mathematised. And the word of 'realistic' is related not just with the real world, but is related to the emphasis that RME puts on offering the students problem situations which they can imagine. Under the background of these principles, RME supposes the following five instruction principles: phenomenological exploration, bridging by vertical instruments, pupils' own constructions and productions, interactivity, and interwining of learning strands. In order to reflect how to realize these principles in practice, the teaming process of algorithms is illustrated. In this process, children follow a learning route that takes its inspiration from the history of mathematics or from their own informal knowledge and strategies. Considering long division, the first levee is associated with real-life activities such as sharing sweets among children. Here, children use their own strategies to solve context problems. The second level is entered when the same sweet problems is presented and a model of the situation is created. Then it is focused on finding shortcomings. Finally, the schema of division becomes a subject of investigation. Comparing realistic mathematics education with constructivistic mathematics education, there interaction, reflective thinking, conflict situation are many similarities but there are alsodifferences. They share the characteristics such as mathematics as a human activity, active learner, etc. But in RME, it is focused on the delicate balance between the spontaneity of children and the authority of teachers, and the development of long-term loaming process which is structured but flexible. In this respect two forms of mathematics education are different. Here, we learn how to develop mathematics curriculum that respects the theory of children on reality and at the same time the theory of mathematics experts. In order to connect the informal mathematics of children and formal mathematics, we need more teachers as researchers and more researchers as observers who try to find the mathematical informal notions of children and anticipate routes of children's learning through thought-experiment continuously.

• Knowledge Management Research
• /
• v.25 no.2
• /
• pp.95-114
• /
• 2024

Because it is difficult to respond to a constantly changing environment with individual ability and creativity alone, many organizations are forming teams and seeking ways to make the teams more active. Team learning behavior allows team members to and create better performance based on such accumulated knowledge and experience within a team. In particular, the process of team learning not only explicit and formalized knowledge but also implicit and informal experiences is important from the perspective of knowledge management. However, there were limitations in utilizing research results on team learning behavior because the concepts were fragmented and the measurements were different for each researcher. In this study, an integrated model was presented by examining concepts related to team learning behaviors. Moreover, the measurement model of team learning behaviors was validated for the Korean context. The measurement model consisted of five factors: sharing and elaboration, constructive conflict, team reflection, team activity, and storage and utilization. This tool was confirmed through exploratory factor analysis and confirmatory factor analysis. The results of this study are expected to have implications for team researchers and practitioners who diagnose and improve the level of team learning behavior within an organization.

• Journal of the Korean association of regional geographers
• /
• v.11 no.5
• /
• pp.391-404
• /
• 2005

This paper attempts to show the status and network characteristic of regional innovation support agencies(company support agencies and R&D institutes, RISA) which play an important role in the regional system of innovation in Daegu City, using questionnaire data. Most of these agencies were established in 1990s and tend to locate in Buk-Gu and Dalsu-Gu, being major local universities which retain a large number of R&D and industry support agencies. The business areas of the agencies are largely associated with business training and applied research. Their major role is to provide the information that local firms need to acquire. It shows that they have relationships with 1 to 5 agencies, primarily in the form of informal network, for the purpose of sharing information and knowledge about science/technology and market trend. There are not many spin-offs from RISA. But most of spin-offs from RISA are located in Daegu City and maintain cooperative relationships with their parent organization primarily in the form of formal network. The main purpose of cooperative relationships with RISA is to interchange knowledges about technology.